The purpose of this study was to apply three-staged metacognition strategy (plan-monitor-control) based teaching on the chair making task with corrugated cardboard in an elementary practical course to verify the effect of metacognition strategy-adopted teaching on thinking skill. 80 6th grade students from B elementary school in A city, Kyonggi province were enrolled to verify the hypothesis. A post inspection control group design was used among the designs which use the existing class structure. The metacognition strategy-adopted teaching (self-plan, self-monitoring, and self-controlling) was used on the experimental group and classic teaching method was applied on the control group. The effect was verified by post inspection method. To verify the effect of post evaluation results, t-score method was used and significance level was set as p<.05. For statistical analysis SPSS/WIN 10.0 was used for statistical treatment.The result showed that the group which used the metacognition strategy-applied teaching came up with better performance on thinking skill in a practical arts than the control group. The conclusion derived from the above study is that metacognition strategy-adopted teaching was more effective in thinking skill in a practical arts than the classic method. This study suggests that a better learning efficiency can be achieved by applying metacognition strategy in the thinking skill of a practical arts.
